Sifting Through Your Values

by Amma Marfo

This post, originally published in the blog, “The Dedicated Amateur”, is being reprinted here with permission from the author.

“I don’t just care about making you all good at your jobs, though that is really important. I also want you to be good people. That sounds really cheesy, I’m sure, but it’s important and it’s something I want to help with.”

The statement above is a rough excerpt from my speech at our student organization Fall Planning Day, one of our biggest training opportunities for student organization leaders on campus and a significant platform to get relevant information across to this segment of our student leader population. While we had sessions on procedural items such as reserving space, using our campus events calendar, and financial paperwork, I believe that values education and clarification deserves a place on that stage as well, so I incorporated a values exercise into my section of the day.

The link for the activity and accompanying resources will follow this post, but I do want to explain how we went about this process.

Students were given a packet of slips, thirty slips in all, and told to read through them all and spread them out on their table so all could be seen. Bit by bit, they were told to eliminate some of the values present by flipping them face-down, until five remained. Those five were the most important values to them. This exercise was completed in four rounds: identifying personal values, values as an organization member, values of the organization, and what values they want from OSAMP staff, SGA, and those who work with them.

It was this last part that I want to share here in this blog. We all have values that guide us as professionals, and we like to think those are the ones that students appreciate most. To get an idea of what guides the work of my fellow professionals, I took to Twitter and asked.

__________________________________________________________________________________________

 Amma Marfo @ammamarfo

If you had to distill the values with which you do your work down to three words, which three would you pick? #sachat #sagrad

7:23 AM – 10 Sep 2013

I was really excited to see the responses that I got from everyone, and put them into this Wordle for a more graphical representation of the words selected. Even without a common bank of values to choose from, the larger words will indicate which values rose to the top. Take a look to see which words recurred: “empathy”, “integrity”, “caring”, “service”, and “justice”.

 Now, take note of those words, in comparison to the ones that students deemed essential to good working relationships with student activities staff, organization advisors, and their SGA members who oversee many student organization processes:

Of particular note to me was the recurrence of the values “openness” and “honesty”. While students understand (at least in an academic sense) that we can’t always share all the information we have with them, they are also very aware when they’re being given the run-around, or even flat-out lied out. The degree to which this term came up helped me to remember to continue being straightforward with students- including saying “I don’t know” if I truly don’t know an answer.
Another important observation for me was the number of times that professional conduct and professional demeanor surfaced as a desirable value. We all want to have friendly relationships with students, and the degree to which we successfully create these friendly dynamics varies. But when it came down to it, and we asked close to 200 student leaders what they want from those who they work with, they asked for professionalism. Be it by asking for teaching or mentoring relationships, requesting quality work from us, or stressing their desire for hard work and commitment, they want us to be professional.

To be frank, when I look over this cloud again, I find that the values they appreciate, are ones I would like to see in them. We want our student leaders to approach their work professionally, and with the understanding that some initiatives and projects will take work. We want to learn from them, just as they want to learn from us. We would like them to be respectful. And, most common- we want them to be honest.

Do you see intersections between the two clouds? In my estimation, professionals and students alike value having good working relationships, understanding the feelings and thoughts of the parties involved, and being considerate of the opinions and developmental processes each side is experiencing. In the best case, we are all learning each day, whether we’re professionals or students. Being considerate of those learning moments could be essential to better understanding one another, and being able to work together better as offices, student organizations, agencies, and individuals. As I move forward in the year, I look forward to sharing these results with them, and framing the work we each do through the lens of the values they would like to see in us.

Do you incorporate values education into the work you do with your student leaders? What values do they find important? What values do you want to see in your own student leaders?

For more information on the Value Sort activity, a part of the GoodWork toolkit, click the button below:

Twitter Trouble

by Diana Lockwood

I learned firsthand all about the “digital perils” associated with Twitter.  An administrator pulled me aside to explain that a student’s mother was challenging my ability to teach her child because of a tweet I posted encouraging students to not be lazy and attend tutorial to raise their grade.  There was no room for discussion because the student had already been reassigned to another classroom.

Getting called into the office for tweeting and learning what the word “tweet” meant happened in the same year.  I used to think it was a birdcall, but now I know it is a noun and a verb and a way to cause harm or good.  High schools are focused on immediate visible danger like fists, knives, and guns; however, cyber conflicts also spill over into reality.  A tweet about the location of a fight will cause students to skip class to watch and cheer as two kids beat the living daylights out of each other.  Situations where the Internet is used to cause harm, intentional or accidental, are preventable.

Twitter is also a place where communities can work together to spread positive news.  Working as a classroom teacher, I frequently tweet updates about homework, school-related sporting events and tutorial sessions.  I am always looking for new ways to be a 21st century teacher who communicates with parents and students using a variety of modalities. Being a member of the Twitter community alerts me when a student is sick, running late for school, in a bad mood, or worse.

At the Educating for Today and Tomorrow conference, I attended The GoodPlay Project: Exploring Digital Ethics workshop. Here, we explored “digital promises” and “digital perils.”   I’ve found that Twitter engages my students, because they love to see their work.  It offers instant publication and gratification. I tweet because the majority of my students have internet capable phones.  They may not bring paper or pencil to class, but they always have their cell phones.  Through Twitter, I tell my students to share their journal entries, or send positive messages.  For example, “So proud of all the football players! You guys played really well!”  Or, I message reminders, “Quiz tomorrow on class this week.  Be sure to study!” However, messages may also be easily misconstrued – emotions and tone are often difficult to interpret through digital media.  Also, online information should be monitored by parents and teachers through active participation in online social media.

In Howard Gardner’s Truth, Beauty, and Goodness: Educating for the Virtues in the Age of Truthiness and Twitter, he refers to the Internet as the “Wild, Wild West” and speaks about the “compromised work” and ethics often seen among American youth.  Twitter can contribute to the demoralization of our youth, if we do not work together to set and monitor parameters. The Internet is a gateway for “digital perils” where tweets are posted with little forethought, but we have to remain mindful of the potential Twitter has to elevate learning.  I speak to my students in a language with which they are already familiar – “tweeting” – and use their knowledge to scaffold and build upon their current understandings.

Gardner discusses how youth “know the right thing to do,” but ask, “why should I be more ethical than my peers seem to be?”  Could we as teachers expect students to act ethically if schools focused on the “digital promises?”  Educators are trying to teach as best they can in a time of limited resources.  Many of my colleagues are too afraid to use the new technology, because textbooks and worksheets seem safer than the Internet.

I believe that we need to work together to educate our youth and ourselves to make safe decisions online.  The recommended guidelines I propose for online usage in schools begin with teachers:  Teachers should discuss the purpose of the Internet for classroom use, set parameters for word choice and stick to posting positive news.  Students must agree to act ethically online and receive teacher approval before posting a school related message.  Parents need to help students understand the concept of thinking ethically, monitor their children’s social networking, and contact the teacher if an inappropriate event occurs.

We have to start teaching in the 21st century and use the resources at our fingertips.  As adults we must cooperate and keep the doors open for discussion – both in person and on the internet.  Most importantly, we have to work together to keep our children safe in cyberspace as well as in reality.